Content of the presentation was pertinent, appropriate and important information was delivered in a timely manner. 3-4 references or resources were used to complete project information.
Most of the Content of the presentation included important information. 2 resources were used for gathering information in project.
Some of the Content was not relevant for the required presentation. Only 1 resource was used for gathering project information.
Self-Direction
Student independently sets own realistic goals.
Student is capable of
setting suitable and
realistic goals but seeks
guidance from teacher.
Student has limited
participation in
realistic goal setting and teacher puts plan into effect.
Creative Thinking
Students went above and beyond to make their Project creative and other students were engaged in the presenter’s lesson.
Project lacked overall creativity, however some parts were creative and students were engaged sometimes.
Project was bland and students failed to be creative and students were not engaged.
Collaboration
Almost always listens to, shares with, and supports the efforts of their team. Tries to keep team working towards common goal. Evidence that all group members contributed equally. Students insert 5 reflections into google docs.
Usually listens to, shares with and supports the efforts of others. Student contributes but does not add anything new. Evidence that only 1-2 team members did all the work. Students insert 3 reflections into google docs.
Rarely listens to, shares with, and supports the efforts of their team and often lets others do the work. Students insert 1 reflection into google docs.
Technology Skills
Students were able to gather, comprehend, evaluate, and report on information needed to complete project. Created visual aids that are interesting to see and hear. Integration of visual information- photo, graphs, videos, etc. Resources were provided.
Students were able to gather relevant information from various resources (print and digital) and create visual displays of disability researched. Evidence of at least 2 technical forms used.
Students needed teachers support to gather information and data for project. Project lacked technology usage-no photos or video.
Simulation
Presenters effectively created a simulation of the disability and demonstrated clearly what their peers could do in the same situation. Very effective demonstration and good use of materials available to enhance simulation.
Presenters created a fair simulation but did not cover all aspects of either the movement, cognitive or behavioral challenges.
Simulation lacked good usage of materials available to enhance simulation.
Minimal thought or effort appeared to be put into the simulation. This group did not consider all the factors involved in the condition or how to effectively demonstrate it.
Adaptations
Adaptations given were correct and specific to the disability (s). Presentation showed and communicated how to adapt for this activity.
Adaptations were good, and the team did a good job of presenting them. Some adaptations were repetitive or not connected to the researched disability.
The quality of the adaptations did not take into account the situation or the individual with certain disability.
Total Score: ___ points out of 35 Teacher Comments:
Title: MA2 Technology Presentation Rubric
Teacher Name: _
Student Name: _ Date: ___
setting suitable and
realistic goals but seeks
guidance from teacher.
participation in
realistic goal setting and teacher puts plan into effect.
Simulation lacked good usage of materials available to enhance simulation.
Total Score: ___ points out of 35
Teacher Comments: